It comes as no surprise that Madison school districts are suffering. Public schools throughout the city struggle with a severe lack of state funding that only adds to the lack of authority figures—fueling the ideology of students who just don't give a shit. And when you combine this lack of resources and educational programs with a student attitude that cares little about achievement, you get the perfect recipe for a continual decrease in graduation rates.
After all, students who fail to complete their homework or who show respect for their teachers can reasonably argue that if the state doesn't show its support for education through monetary aid, why should they be expected to put in the extra effort? And while this argument lacks concrete support, a recent rise in poor behavior among middle school and high school students shows that they lust for learning and respect for fellow classmates is plummeting.
To be honest, kids just don't care anymore.
According to a Wisconsin State Journal article by Matthew DeFour, reports of unlawful behavior among middle and high school students traveling to school via the Madison Metro bus system have significantly increased. Drivers reported a 19 percent increase in incidents relating to student rough-housing, vulgar shouting, vandalism, fighting and even the possession of illegal substances and weapons. There were 35 reports of student fighting on the bus through the end of October, which is up from the 15 incidents recorded only one year ago.
Because Madison school districts provide about 4,400 free bus passes to low-income students each semester, Madison Metro justifiably asks that schools maintain some level of authority in unlawful incidents. As the policy is now though, students who receive free bus passes from school can use them whenever and wherever they please. Madison Metro hopes to change this in cases of disruptive and dangerous behavior.
Because the school district refrains from providing Madison Metro with the names of students receiving free passes, kids have no incentive to behave as there is virtually no threat of punishment. In response, Madison Metro conjured up a clever remedy to this problem. If students get too rowdy on the bus, the station will revoke their unlimited pass and supply them with a supplement card that grants students access to routes only going to and from school—adding an incentive to keep one's behavior in check.
By risking students' access to public transportation, Madison Metro is assuming authority over the lives of many students who often act only in their own self interest. But providing punishments only provides an incentive to behave properly; taking away privileges doesn't target the root of the problem, something Hamilton Middle School Principle Hank Schmelz understands.
Schmelz sees the importance of humanizing the bus drivers in the eyes of the students. By introducing students to the workers who will most likely be driving them to school, middle school students are less likely to cause trouble. In the same Wisconsin State Journal article, Schmelz said, ""The more you can humanize people, the more people will empathize and won't give the person a hard time.""
Students are more likely to be conscious of their effects on others when they take the time to get to know them, ultimately creating a sense of respect. By using programs that help students form a relationship with the bus company, unruly behavior among students is less likely to occur.
Madison schools need to continually promote these types of initiatives to truly impact students. Programs that directly target student behavior through relationship building instill a sense of respect in students. Teachers constantly struggle to gain reverence from their students, which ultimately leads to a loss of student attention. Because students don't care about the person teaching them, they tend to not care about their performance in the classroom—leading to underachievement.
State funding for schools to enhance teachers' resources and programs is not likely to increase under the Walker administration, meaning it is up to the community to support school districts in their attempt to shape student behavior. For instance, UW-Madison students can show middle school and high school students the importance of education by taking the time to volunteer and tutor. Forming bonds with students can give them the incentive to do well.
Simple encouragement can also go a long way. While students may see little help from the government, support and high expectations from the community can help them. By acting in the interest of others as role models, teachers, administration, community members and UW-Madison students can show middle and high schoolers the benefits of aiming high, shaping their behavior and goals for the future.
Sam Witthuhn is a junior majoring in political science and journalism. Please send all feedback to opinion@dailycardinal.com.
